The effect of science teachers the pedagogical content knowledge on students science attitude and achievement

The purpose of this research is to study the pedagogical content knowledge (PCK) of science teachers with different teaching experiences on the concept of mixtures. Mixed research method was used in this study. The study group consists of teachers and students from two school at Yenimahalle and Keciören districts of Ankara in 2013-2014 academic year.Three voluntariness teachers took part in the study as participations. Interview and observation forms, achievement test, attitude and perception surveys were used to determine the pedagogical content knowledge of teachers. Findings obtained from quantitative and qualitative data indicated that the teachers had different pedagogical content knowledge and the teaching experience had no impact on their PCK. In addition, the knowledge of teachers on mixtures was on a level that could increase student achievement, there was no relation between the student achievement on mixtures and PCK of teachers, there was no relation between PCK and science attitude and perception and there was no relation between the student perception on teacher's knowledge and PCK of teachers. Recommendations on teacher education were made based on the findings of the study. Keywords: pedagogical content knowledge, content knowledge of subject, subject of mixtures, science courses, teaching experience.